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Full-Text Articles in Education
Teachers' Perceptions Of Challenges Implementing Best Practices For Inclusion, Julie Deshann Miller
Teachers' Perceptions Of Challenges Implementing Best Practices For Inclusion, Julie Deshann Miller
Walden Dissertations and Doctoral Studies
In a small, rural district in southeastern United States, general and special education teachers have not consistently provided inclusionary practices for students with disabilities to help them be successful in the general education setting. The purpose of this study was to investigate what general and special education teachers perceive are effective inclusionary practices, why they are not implementing the strategies, and what teachers think they need to help them improve implementing inclusion practices. The conceptual framework that grounded this study was Knowles' adult learning theory. The research questions addressed the inclusionary practices teachers use, challenges of inclusion, and teachers' perceptions …
Early Childhood General Education Inclusion Teachers’ Perceptions Of Professional Development, Susanne Metscher
Early Childhood General Education Inclusion Teachers’ Perceptions Of Professional Development, Susanne Metscher
Walden Dissertations and Doctoral Studies
Despite the use of professional development (PD), early childhood inclusive teachers lack the knowledge and skills needed to support students with disabilities. It was unclear what types of PD teachers have received and what supports they still need. If teachers lack PD and the skills needed to teach students with disabilities effectively, then student progress may be negatively affected. The purpose of this basic qualitative research study and the research questions were to understand early childhood inclusive general education teachers’ perceptions of past PD experiences of working with students with disabilities and what supports they need to implement evidence-based practices. …
General Education Teachers' Self-Efficacy Perceptions Of Teaching Students With Disabilities, Hester Jackson Mallory
General Education Teachers' Self-Efficacy Perceptions Of Teaching Students With Disabilities, Hester Jackson Mallory
Walden Dissertations and Doctoral Studies
Over recent decades, a challenge faced in public schools in the United States is the appropriate education of students with disabilities (SWDs) in inclusive classrooms. The problem this study addressed is that, despite the implementation of inclusive practices, SWDs in a small rural school district in Virginia have low achievement rates. The purpose of this basic qualitative study was to examine general education teachers’ self-efficacy perceptions, exploring the relationship between lived experiences with SWDs and their professional practices. The conceptual framework for this study was built upon Bandura’s self-efficacy and social cognitive theories. The research questions centered on how the …
Teachers' Perceptions Of Using The Flipped Classroom Model In Inclusive High Schools, Legrand Ouabo
Teachers' Perceptions Of Using The Flipped Classroom Model In Inclusive High Schools, Legrand Ouabo
Walden Dissertations and Doctoral Studies
AbstractThe flipped classroom model is expanding rapidly in school districts across the United States and abroad. In a flipped classroom, students complete hands-on collaborative activities in class and watch instructional videos at home. This relatively new method has been tentatively linked to improved learning outcomes, especially for struggling students. However, there is limited literature on how teachers perceive the flipped classroom in inclusive settings. The purpose of this study was to fill that gap by exploring high school teachers’ perceptions to better understand how the flipped classroom model supports students in inclusive settings. The framework for this study was the …
Striving For Homeostasis: Balancing The Inclusion Of Students With An Emotional/Behavioral Disorder, Rob Mcgarva
Striving For Homeostasis: Balancing The Inclusion Of Students With An Emotional/Behavioral Disorder, Rob Mcgarva
Walden Dissertations and Doctoral Studies
Social justice advocates have championed inclusive education, leading to its adoption in many jurisdictions. Despite policy changes designed to support learners with disabilities and research on inclusive education, students with an emotional/behavioral disorder (EBD) experience significantly poorer outcomes than their peers. Teachers often describe including this group of students as impossible and attempts to achieve inclusion often result in extreme stress. Research has identified proven inclusion strategies, but there are often problems with implementation in real-world settings. There is a research gap concerning how teachers understand and select interventions. Classic grounded theory methodology was used to identify the primary concern …
Training And Experience As Predictors Of Principals’ Efficacy For Inclusive Education Implementation, Courtney Lynch
Training And Experience As Predictors Of Principals’ Efficacy For Inclusive Education Implementation, Courtney Lynch
Walden Dissertations and Doctoral Studies
Federal inclusion law requires that school administrators provide an equitable and legally compliant inclusive education for all students. Previous research has shown that successful program delivery is not possible without efficacious school leadership. Prior studies have also revealed that principals’ self-efficacy judgments are directly influenced by contextual and personal factors. Limited research-based inquiries have explored which factors contribute to administrator confidence as it relates to successfully implementing inclusive educational programs in particular. Grounded in social cognitive theory, the purpose of this nonexperimental, survey-based, quantitative study was to assess the extent to which facets of elementary school principals’ educational background, experience, …
Extension Youth Development Professionals’ Experiences Implementing Inclusive Youth Development Programming, Crystal Renee Perry
Extension Youth Development Professionals’ Experiences Implementing Inclusive Youth Development Programming, Crystal Renee Perry
Walden Dissertations and Doctoral Studies
Youth with disabilities benefit from being included in extracurricular activities. However, often youth with a disability do not participate in extracurricular activities. The purpose of this basic, qualitative study was to explore the experiences of Extension Youth Development Professionals (YDPs) as they serve youth with disabilities in their 4-H programs. The research question for this study focused on the perceptions and experiences of the YDPs implementing inclusive, positive youth development programs. Conceptually, the transfer of learning theories provided the framework for this study. Data for this study were collected through the instrument of interviews, consisting of questions focusing on training, …
Parental Perceptions Of Inclusion Of Autism Spectrum Disorder Students In The Educational Process, Robin Waltman
Parental Perceptions Of Inclusion Of Autism Spectrum Disorder Students In The Educational Process, Robin Waltman
Walden Dissertations and Doctoral Studies
Autism spectrum disorder (ASD) is a complex biological disorder that encompasses a wide range of symptoms and varies in degree of severity. Parents and caregivers rely on programs offered by school districts that encourage parental participation in the educational process and have differing views on inclusion in educational decisions. The purpose of the current study was to ascertain the views of parents of children with ASD regarding their inclusion in the educational process. The research question addressed the lived experiences and perceptions of parents of students with and ASD regarding their inclusion in the educational process. A case study methodology …